This article investigates the advantages of incorporating cluster texts in educational settings to present a variety of viewpoints. The discussion begins by examining the reasons behind choosing picturebooks, followed by introducing the concepts of intertextuality and cluster texts. The significance of students' ability to connect with the texts is highlighted. The article then introduces three carefully curated cluster text sets, developed with consideration for classroom observations and students' requirements: 1) laying the groundwork and the school experience; 2) highlighting unsung heroes and overcoming obstacles; 3) showcasing diverse family structures and experiences. Each set features an in-depth analysis of a primary text, accompanied by a table outlining supplementary books within the cluster. The article wraps up with a summary of key insights on the subject matter.
{"title":"Beyond the Single Story: Utilizing Cluster Texts to Celebrate Diversity","authors":"Lisa Parker, Jennifer Malec","doi":"10.56887/galiteracy.94","DOIUrl":"https://doi.org/10.56887/galiteracy.94","url":null,"abstract":"This article investigates the advantages of incorporating cluster texts in educational settings to present a variety of viewpoints. The discussion begins by examining the reasons behind choosing picturebooks, followed by introducing the concepts of intertextuality and cluster texts. The significance of students' ability to connect with the texts is highlighted. The article then introduces three carefully curated cluster text sets, developed with consideration for classroom observations and students' requirements: 1) laying the groundwork and the school experience; 2) highlighting unsung heroes and overcoming obstacles; 3) showcasing diverse family structures and experiences. Each set features an in-depth analysis of a primary text, accompanied by a table outlining supplementary books within the cluster. The article wraps up with a summary of key insights on the subject matter.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122735039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, two elementary literacy teacher educators provide elementary language arts content and methods by implementing digital interactive journals in a face-to-face classroom setting. The authors present how this practice evolved from traditional interactive journals pre-COVID to an innovative and engaging learning experience post-COVID. Interactive journals provide students with opportunities to explore and apply content and methods, while also learning a teaching strategy that pre-service teachers can implement in their own elementary classrooms. The authors describe the design and development of digital interactive journals along with student work samples and instructional steps to transfer and implement this strategy across disciplines.
{"title":"Out with the Old, in with the New: Digital Interactive Journals in an Elementary Language Arts Methods Course","authors":"Kathleen Crawford, Heather Huling","doi":"10.56887/galiteracy.24","DOIUrl":"https://doi.org/10.56887/galiteracy.24","url":null,"abstract":"In this article, two elementary literacy teacher educators provide elementary language arts content and methods by implementing digital interactive journals in a face-to-face classroom setting. The authors present how this practice evolved from traditional interactive journals pre-COVID to an innovative and engaging learning experience post-COVID. Interactive journals provide students with opportunities to explore and apply content and methods, while also learning a teaching strategy that pre-service teachers can implement in their own elementary classrooms. The authors describe the design and development of digital interactive journals along with student work samples and instructional steps to transfer and implement this strategy across disciplines.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114300632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the concept of literacy has continued to evolve through the work of innovative scholars and educators, conventional understandings of literacy still abound within published scholarship. Pushing past these traditional notions of literacy, a small subset of scholars has advocated for a broadened conceptualization of literacy. Labeled inclusive literacy, this relatively new approach to literacy draws from both socially and cultural situated literacy practices (Street, 1984) and multimodal literacy practices (Kress & VanLeeuwen, 2001), as it takes into account diverse symbol systems and acknowledges literacy’s part in daily practices. Further, inclusive literacy values all literacy experiences and works to include children with disabilities, a group that is so often overlooked in regard to literacy learning (Flewitt et al., 2009). Grounded in Critical Disability Studies and language ideology theories, this literature review seeks to explore the diverging disability ideologies found in research published on inclusive literacy practices and the ways researchers position students with disabilities. Specifically, this analysis examines the myriad ways scholars take up or fail to acknowledge the term disability as a means to understand the ways that language use is connected to disability ideologies (Irvine & Gal, 2000).
{"title":"Diverging Ideologies of Disability: A Critique of Literature on Inclusive Literacy","authors":"Alexandra Lampp Berglund","doi":"10.56887/galiteracy.103","DOIUrl":"https://doi.org/10.56887/galiteracy.103","url":null,"abstract":"Although the concept of literacy has continued to evolve through the work of innovative scholars and educators, conventional understandings of literacy still abound within published scholarship. Pushing past these traditional notions of literacy, a small subset of scholars has advocated for a broadened conceptualization of literacy. Labeled inclusive literacy, this relatively new approach to literacy draws from both socially and cultural situated literacy practices (Street, 1984) and multimodal literacy practices (Kress & VanLeeuwen, 2001), as it takes into account diverse symbol systems and acknowledges literacy’s part in daily practices. Further, inclusive literacy values all literacy experiences and works to include children with disabilities, a group that is so often overlooked in regard to literacy learning (Flewitt et al., 2009). Grounded in Critical Disability Studies and language ideology theories, this literature review seeks to explore the diverging disability ideologies found in research published on inclusive literacy practices and the ways researchers position students with disabilities. Specifically, this analysis examines the myriad ways scholars take up or fail to acknowledge the term disability as a means to understand the ways that language use is connected to disability ideologies (Irvine & Gal, 2000).","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122680770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The spring 2023 issue of the Georgia Journal of Literacy, “Expanding Literacy Horizons: Inclusive, Diverse, and Innovative Approaches,” aims to inspire and inform K–12 literacy educators, researchers, and stakeholders by offering valuable insights, research, and resources. The issue emphasizes collaboration, creativity, and critical reflection and is divided into sections by article type, including a literature review on inclusive literacy ideologies; practitioner articles exploring interdisciplinary approaches, reading aloud, and the use of cluster texts to celebrate diversity in education; and teaching tips offering guidance on organizing author visits, fostering classroom community, and transitioning to digital interactive journals. The issue encourages readers to reflect on how inclusive, diverse, and innovative approaches can be integrated into their practices to create more equitable, dynamic, and engaging learning environments.
{"title":"Expanding Literacy Horizons: Inclusive, Diverse, and Innovative Approaches","authors":"B. Scullin, Robert Griffin","doi":"10.56887/galiteracy.108","DOIUrl":"https://doi.org/10.56887/galiteracy.108","url":null,"abstract":"The spring 2023 issue of the Georgia Journal of Literacy, “Expanding Literacy Horizons: Inclusive, Diverse, and Innovative Approaches,” aims to inspire and inform K–12 literacy educators, researchers, and stakeholders by offering valuable insights, research, and resources. The issue emphasizes collaboration, creativity, and critical reflection and is divided into sections by article type, including a literature review on inclusive literacy ideologies; practitioner articles exploring interdisciplinary approaches, reading aloud, and the use of cluster texts to celebrate diversity in education; and teaching tips offering guidance on organizing author visits, fostering classroom community, and transitioning to digital interactive journals. The issue encourages readers to reflect on how inclusive, diverse, and innovative approaches can be integrated into their practices to create more equitable, dynamic, and engaging learning environments.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134477234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many middle and high school students used the internet during the pandemic to delve more deeply into their interests. One of those areas was the exploration of the fashion industry. However, some students may need more background knowledge of this $15 billion industry. This article aims to explore the fashion industry through children’s literature. Reviews of fashion biographies, how-to books, reference books, and strategy suggestions are presented. Teachers may use the ideas in English/Language Arts, Career and Technical Education, or Arts courses.
{"title":"A Passion for Fashion: Studying Fashion through Children’s Literature","authors":"","doi":"10.56887/galiteracy.102","DOIUrl":"https://doi.org/10.56887/galiteracy.102","url":null,"abstract":"Many middle and high school students used the internet during the pandemic to delve more deeply into their interests. One of those areas was the exploration of the fashion industry. However, some students may need more background knowledge of this $15 billion industry. This article aims to explore the fashion industry through children’s literature. Reviews of fashion biographies, how-to books, reference books, and strategy suggestions are presented. Teachers may use the ideas in English/Language Arts, Career and Technical Education, or Arts courses.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"287 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122759413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article advocates and promotes the practice of reading aloud to children, adults, and everybody in between, by parents, siblings, teachers, librarians, and guardians throughout the world. At the same time, it article presents a cautionary tale about reading aloud. The tale is based on an instance of one guest reader who read aloud a picturebook to children at a public reading session sponsored by Scholastic. Author experiences with and personal reflections on this session describes several cautions to adults (teachers, administrators, parents, grandparents, and guardians) that reading aloud to children is not a simple activity, but a complex art. A brief review of research on reading aloud is presented, highlighting four major categories: reading aloud picturebooks, reading aloud picturebooks across the curriculum, reading aloud picturebooks to older readers, and reading aloud to English Language Learners. A variety of recommended texts and instructional strategies for reading aloud to children are presented and some final thoughts described.
{"title":"Reading-Aloud to Children: A Cautionary Tale with Recommendations for Success","authors":"William P. Bintz","doi":"10.56887/galiteracy.100","DOIUrl":"https://doi.org/10.56887/galiteracy.100","url":null,"abstract":"This article advocates and promotes the practice of reading aloud to children, adults, and everybody in between, by parents, siblings, teachers, librarians, and guardians throughout the world. At the same time, it article presents a cautionary tale about reading aloud. The tale is based on an instance of one guest reader who read aloud a picturebook to children at a public reading session sponsored by Scholastic. Author experiences with and personal reflections on this session describes several cautions to adults (teachers, administrators, parents, grandparents, and guardians) that reading aloud to children is not a simple activity, but a complex art. A brief review of research on reading aloud is presented, highlighting four major categories: reading aloud picturebooks, reading aloud picturebooks across the curriculum, reading aloud picturebooks to older readers, and reading aloud to English Language Learners. A variety of recommended texts and instructional strategies for reading aloud to children are presented and some final thoughts described.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116515542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tiffany Watson, Nicole Maxwell, Danielle E. Hartsfield
Author visits are an exciting way to generate students’ interest in reading and writing. They offer the opportunity for students to hear directly from an author about the process and value of various texts. However, successful author visits require careful planning and collaboration. This teaching tip article explains how author visits can support learning outcomes, describes the steps involved in planning a visit, and identifies possibilities to fund a school or campus visit.
{"title":"Tips for Planning a Successful Author Visit","authors":"Tiffany Watson, Nicole Maxwell, Danielle E. Hartsfield","doi":"10.56887/galiteracy.104","DOIUrl":"https://doi.org/10.56887/galiteracy.104","url":null,"abstract":"Author visits are an exciting way to generate students’ interest in reading and writing. They offer the opportunity for students to hear directly from an author about the process and value of various texts. However, successful author visits require careful planning and collaboration. This teaching tip article explains how author visits can support learning outcomes, describes the steps involved in planning a visit, and identifies possibilities to fund a school or campus visit.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114258370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, two elementary teacher educators provide a novel approach to building relationships and classroom community in their face to face elementary literacy methods courses. The authors present their classroom practice entitled “Tell Me Time” (TMT), mirroring morning meetings in K–12 settings, as the staple of building classroom community in their courses. They describe how TMT has been used to build student relationships with each other and with instructors through providing unique, personalized opportunities to socialize and connect through listening, speaking, reading, and writing. Threaded throughout, the authors detail specific feedback from students and highlight how TMT has helped students find common ground with one another and made them feel comfortable, cared for, and respected by their instructors. The authors describe the reasons behind implementing TMT, outline specific TMT activities and examples that have been most effective with their students, provide insight into how to integrate technology with TMT, delineate specific steps for successfully implementing TMT, and describe lessons learned from the implementation of TMT.
{"title":"Building Classroom Community in Elementary Literacy Methods Courses","authors":"Kathleen Crawford, Heather Huling","doi":"10.56887/galiteracy.69","DOIUrl":"https://doi.org/10.56887/galiteracy.69","url":null,"abstract":"In this article, two elementary teacher educators provide a novel approach to building relationships and classroom community in their face to face elementary literacy methods courses. The authors present their classroom practice entitled “Tell Me Time” (TMT), mirroring morning meetings in K–12 settings, as the staple of building classroom community in their courses. They describe how TMT has been used to build student relationships with each other and with instructors through providing unique, personalized opportunities to socialize and connect through listening, speaking, reading, and writing. Threaded throughout, the authors detail specific feedback from students and highlight how TMT has helped students find common ground with one another and made them feel comfortable, cared for, and respected by their instructors. The authors describe the reasons behind implementing TMT, outline specific TMT activities and examples that have been most effective with their students, provide insight into how to integrate technology with TMT, delineate specific steps for successfully implementing TMT, and describe lessons learned from the implementation of TMT.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"1995 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122424252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virginie Jackson, Stacey Delacruz, Dominique Harry
This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper levels of engagement. The implication for practice is for community-engaged teacher preparation models to focus on shaping prospective teachers' orientation toward culturally relevant teaching so that they build learning experiences around students' lives in engaging multiple, multimodal, and multifaceted ways.
{"title":"Culturally Relevant Teaching for the 21st Century","authors":"Virginie Jackson, Stacey Delacruz, Dominique Harry","doi":"10.56887/galiteracy.15","DOIUrl":"https://doi.org/10.56887/galiteracy.15","url":null,"abstract":"This case study examined pre-service teachers' use of technology as they implemented culturally relevant literacy lessons while tutoring elementary students in their field placement sites. As we enter a new decade, we want our students to be future-ready with technology skills. Here, we present an examination of how pre-service teachers integrated culturally relevant teaching with technology along with a discussion of the tools and devices their students used. Findings provided evidence that as pre-service teachers experienced authentic and engaging learning experiences within a supportive space, they emerged equipped to teach in culturally responsive ways that supported student learning and deeper levels of engagement. The implication for practice is for community-engaged teacher preparation models to focus on shaping prospective teachers' orientation toward culturally relevant teaching so that they build learning experiences around students' lives in engaging multiple, multimodal, and multifaceted ways.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121758462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts. As a structured literacy approach, morphological awareness and prosodic fluency are emphasized to foster deeper, more meaningful transactions between students and texts. An example of a full structured literacy lesson is also provided that includes multiple strategies and is based on a gradual release model with guided and independent reading cycles. Applicable strategies for delivery of these skills for in-person, digital, or concurrent teaching are also discussed.
{"title":"A Structured Literacy Approach to Support Striving Readers in Secondary Grades","authors":"Samantha Bart-Addison, Robert Griffin","doi":"10.56887/galiteracy.13","DOIUrl":"https://doi.org/10.56887/galiteracy.13","url":null,"abstract":"A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts. As a structured literacy approach, morphological awareness and prosodic fluency are emphasized to foster deeper, more meaningful transactions between students and texts. An example of a full structured literacy lesson is also provided that includes multiple strategies and is based on a gradual release model with guided and independent reading cycles. Applicable strategies for delivery of these skills for in-person, digital, or concurrent teaching are also discussed.","PeriodicalId":111992,"journal":{"name":"Georgia Journal of Literacy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115075014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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